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British Journal of Educational Psychology

Angelica Moè, Idit Katz, Marianna Alesi
BACKGROUND AND AIMS: Based on the principles of scaffolding for motivation and on the assumptions of self-determination theory, two studies aimed to assess the role played by perceived parental autonomy-supportive scaffolding on child homework autonomous motivation, self-efficacy, affect, and engagement. SAMPLES AND RESULTS: The results of Study 1, which involved 122 parents and their children, showed that the higher the parental autonomous motivation, the more their children perceived them as autonomy-supportive while scaffolding for motivation, and hence developed autonomous motivation, self-efficacy, and engagement in homework...
March 5, 2018: British Journal of Educational Psychology
Consuelo Mameli, Luisa Molinari, Stefano Passini
BACKGROUND: The literature in educational psychology converges on the idea that students should take an active and accountable position in their learning processes. Nevertheless, there is still a lack of research that has systematically put the constructs of agency and responsibility at the core of their interests. AIMS: In this study, we explore whether good experiences at school - here conceptualized as the general level of basic needs fulfilment and interpersonal justice - impact on student agency and responsibility, which in turn are considered as possible mediators between a good educational experience and two outcome measures, that is, academic achievement and career decision-making self-efficacy...
February 23, 2018: British Journal of Educational Psychology
Nathalie Aelterman, Maarten Vansteenkiste, Leen Haerens
BACKGROUND: It is generally accepted that well-established classroom rules prevent problem behaviour, while also supporting students' achievement gains. Yet, there might be considerable variability in students' underlying motives to comply or refrain from complying with classroom rules, with some students adhering to them because they fully accept them as their own, and others feeling compelled by external or internal demands to do so or even defying the rules altogether. AIMS: Grounded in self-determination theory, this study aimed to examine whether students' reasons for following (i...
January 23, 2018: British Journal of Educational Psychology
Alex Hodgkiss, Katie A Gilligan, Andrew K Tolmie, Michael S C Thomas, Emily K Farran
BACKGROUND: Prior longitudinal and correlational research with adults and adolescents indicates that spatial ability is a predictor of science learning and achievement. However, there is little research to date with primary-school aged children that addresses this relationship. Understanding this association has the potential to inform curriculum design and support the development of early interventions. AIMS: This study examined the relationship between primary-school children's spatial skills and their science achievement...
January 22, 2018: British Journal of Educational Psychology
Rocio Herrero Romero, James Hall, Lucie Cluver
BACKGROUND: Many adolescents in South Africa are exposed to multiple types of violence, socio-economic disadvantage, and low-quality education: all risk factors for educational outcomes including school delay (grade enrolment below that which is age-appropriate). Supportive teacher-student relationships are known to be associated with improved academic outcomes in high-income contexts. AIMS: To investigate whether the academic and emotional support provided by teachers can protect against school delay for adolescents exposed to multiple types of violence and socio-economic disadvantage in South Africa...
January 16, 2018: British Journal of Educational Psychology
Yingyi Liu, Huilin Sun, Dan Lin, Hong Li, Susanna Siu-Sze Yeung, Terry Tin-Yau Wong
BACKGROUND: Word reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills. AIM: This study was novel in two ways. Not only did we tested EF skills as a predictor of reading comprehension in a non-alphabetic language (i.e., Chinese) to extend the theoretical model of SVR, we also examined reading comprehension further in kindergarten children (age 5) in Hong Kong, in the attempt to reveal possible early precursors of reading comprehension...
January 15, 2018: British Journal of Educational Psychology
Mickaël Jury, Alisée Bruno, Céline Darnon
BACKGROUND: Previous research has shown that, when succeeding in higher education, first-generation (FG) students endorse more performance-avoidance goals (i.e., the fear of performing poorly) than continuing-generation (CG) students. AIMS: In this study, individual mobility is examined as a predictor of performance-avoidance goal endorsement. It is argued that FG students endorse more these goals than CG students because in higher education, the former (but not the latter) experience upward mobility...
January 11, 2018: British Journal of Educational Psychology
Liesje Coertjens
AIM: The main aim of this commentary was to connect the insights from the contributions of the special issue on the intersection between depth and the regulation of strategy use. The seven contributions in this special issue stem from three perspectives: self-regulated learning (SRL), model of domain learning (MDL), or the student approaches to learning (SAL). PROCEDURE: Prior to combining insights from different studies, the definition and operationalization of cognitive and metacognitive processing in the seven contributions is described...
March 2018: British Journal of Educational Psychology
Patricia A Alexander
PURPOSE: The primary goal of this commentary was to consider the future directions that researchers dealing with levels and regulation of strategies and with approaches to learning may wish to pursue in the years to come. PROCEDURE: In order to accomplish this goal, the first step was to look for any common ground shared by authors contributing to this Special Issue. That common ground represented a convergence of evidence for these programmes of research; in effect, where they intersect...
March 2018: British Journal of Educational Psychology
Daniel L Dinsmore, Luke K Fryer
No abstract text is available yet for this article.
March 2018: British Journal of Educational Psychology
Claire Hughes, Sarah Foley, Naomi White, Rory T Devine
BACKGROUND: There is an urgent need to accelerate the detection of special educational needs and disabilities (SEND). A recent brief questionnaire designed for teachers and nursery staff, the Brief Early Skills and Support Index (BESSI), shows promising psychometric properties (Hughes, Daly, Foley, White, & Devine, . British Journal of Educational Psychology, 85(3), 332-356.), but has yet to be evaluated as a tool for detecting children who may have SEND. AIMS: Addressing this gap, this study aimed to assess whether BESSI scores (i) show measurement invariance across SEND status; (ii) show unique associations with SEND status; and (iii) are sensitive and specific to SEND status...
December 21, 2017: British Journal of Educational Psychology
Diana M Fraser
BACKGROUND: A growth mindset is a significant factor in the motivation and achievement of learners. Previous research has shown one-off interventions do encourage growth mindset thinking but only improvements are only short-lived. A sustainable and embedded approach may therefore be the only way to engender long-term changes to an individual's mindset. AIMS: This research explores the application and implementation of growth mindset approaches to teaching and learning within a primary school, aiming to identify the strengths of the application and implementation of the growth mindset principles as well as areas for improvement...
December 20, 2017: British Journal of Educational Psychology
Meijuan Li, Yongmei Zhang, Hongyun Liu, Yi Hao
BACKGROUND: The topic of gender differences in mathematical performance has received considerable attention in the fields of education, sociology, economics and psychology. AIMS: We analysed gender differences based on data from the Beijing Assessment of Educational Quality in China. SAMPLE: A large data set of Grade 5 and Grade 8 students who took the mathematical test from 2008 to 2013 (n = 73,318) were analysed. METHOD: Meta-analysis was used in this research...
December 19, 2017: British Journal of Educational Psychology
Lisa E Kim, Carolyn MacCann
BACKGROUND: Instructors are under pressure to produce excellent outcomes in students. Although the contribution of student personality on student outcomes is well established, the contribution of instructor personality to student outcomes is largely unknown. AIM: This study examined the influence of instructor personality (as reported by both students and instructors themselves) on student educational outcomes at university. SAMPLE AND METHOD: Mathematics and psychology university students (N = 515) and their instructors (n = 45) reported their personality under the Big Five framework...
December 4, 2017: British Journal of Educational Psychology
Soo-Hyun Im, Keisha Varma, Sashank Varma
BACKGROUND: The seductive allure of neuroscience explanations (SANE) is the finding that people overweight psychological arguments when framed in terms of neuroscience findings. AIM: This study extended this finding to arguments concerning the application of psychological findings to educational topics. SAMPLE: Participants (n = 320) were recruited from the general public, specifically among English-speaking Amazon Mechanical Turk workers residing in the United States...
December 2017: British Journal of Educational Psychology
Lisette Hornstra, Marieke Majoor, Thea Peetsma
BACKGROUND: The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. AIMS: This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. SAMPLE: Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68)...
December 2017: British Journal of Educational Psychology
Sanne Rathé, Joke Torbeyns, Bert De Smedt, Minna M Hannula-Sormunen, Lieven Verschaffel
BACKGROUND: Young children's spontaneous focusing on numerosity (SFON) as measured by experimental tasks is related to their mathematics achievement. This association is hypothetically explained by children's self-initiated practice in number recognition during everyday activities. As such, experimentally measured SFON should be associated with SFON exhibited during everyday activities and play. However, prior studies investigating this assumed association provided inconsistent findings...
November 20, 2017: British Journal of Educational Psychology
David Bowles, Julie Radford, Ioanna Bakopoulou
BACKGROUND: Inclusive education policies have led to a worldwide increase in the number of teaching assistants (TAs) working in mainstream schools. TAs have a large amount of responsibility for supporting children with special educational needs and disabilities (SEND), a role which by default has become instructional in practice, and for which training and preparation are rarely adequate. While there is some research into the nature of TAs' interactions with pupils and the strategies they use which are helpful for children's learning, TAs' perspectives on their own classroom practice have yet to be explored...
November 19, 2017: British Journal of Educational Psychology
Michael Becker, Nele McElvany
BACKGROUND: Researchers often report and discuss gender differences. However, recent research has drawn attention to interaction effects between gender and other social categories. AIMS: This study analysed the development of disparities in students' reading-related self-concept, intrinsic motivation, and behaviour, as they relate to differences in gender and socio-economic family background. Drawing on expectancy-value theory, we regarded reading-related self-concept, motivation, and behaviour as key to explaining the growing differences between boys and girls in adolescence...
November 15, 2017: British Journal of Educational Psychology
Isabelle Schmidt, Martin Brunner, Franzis Preckel
BACKGROUND: Achievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subjects. We compared correlations between subject-specific self-concepts of groups of elementary and secondary school students with or without achievement differences in the respective subjects...
November 12, 2017: British Journal of Educational Psychology
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